<![CDATA[This study aims to examine the effect of the PLEASE strategy on eighth-grade students’ recount writing skills at one junior high school in Serang City, Indonesia. A quantitative method with a quasi-experimental design was used, involving two classes: an experimental class that received instruction using the PLEASE strategy and a control class that used conventional teaching. Data were collected through pre-test and post-test writing assessments to measure the development of students’ writing skills. The results showed that the average post-test score of the experimental class increased significantly, from 73.48 to 80.05, while the control class experienced a decrease in average score, from 74.90 to 74.12. An independent t-test yielded a significance value of 0.002 (p < 0.05), indicating a positive and significant influence of the PLEASE strategy on students’ writing skills in recount texts. The PLEASE strategy guides students through six systematic stages, starting with selecting a topic (Pick), making a list of ideas (List), evaluating the content of that list (Evaluate), formulating the main sentence (Activate), providing supporting sentences (Supply), and concluding the paragraph with a closing sentence (End). This strategy helps students organize their ideas logically and construct well-structured paragraphs. The study concluded that the PLEASE strategy effectively influences junior high school students’ recount writing skills by providing step-by-step guidance, making the writing process easier, more focused, and resulting in high-quality work. Therefore, the PLEASE strategy is highly recommended as an innovative writing instruction method at the junior high school level.]]>
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